Annika B. Bergbauer, Eric Hanushek, Ludger Woessmann, 18 September 2018

School systems increasingly use student assessments for accountability purposes. By combining accountability reforms with international student achievement data over the past 15 years, this column shows that the expansion of standardised testing with external comparisons has improved student achievement in maths, science, and reading, while internal testing or teacher inspectorates without external comparisons have not. 

Victor Lavy, Avraham Ebenstein, Sefi Roth, 20 November 2014

Admission to higher education often depends on the results of high-stakes tests, but assessing the consequences of having a ‘bad day’ on such tests is challenging. This column provides evidence from a dataset on Israeli high-school students. Random variations in pollution have measurable effects on exam performance, and these in turn have significant effects on students’ future educational and labour-market outcomes. The authors argue that placing too much weight on high-stakes exams may not be consistent with meritocratic principles.

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